Validating the barriers and enablers for teachers accessing professional development of trauma informed pedagogy

Collier, Simone and Bryce, India ORCID: https://orcid.org/0000-0002-3616-8003 and Trimmer, Karen ORCID: https://orcid.org/0000-0001-6511-9043 and Krishnamoorthy, Govind ORCID: https://orcid.org/0000-0003-1515-1103 (2022) Validating the barriers and enablers for teachers accessing professional development of trauma informed pedagogy. Social Sciences and Humanities Open, 6 (1):100332. pp. 1-7.

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Abstract

Over the past decade, considerable focus has been on the classroom and disciplinary responses that disproportionately affect students enduring adversity and disadvantage. As part of an Exploratory Sequential Mixed Methods research project, the current study explores the barriers and enablers for mainstream classroom teachers engaging in professional development focused on trauma-informed pedagogy through participation in a forty-item online survey. These results are consistent with the literature and highlight the problem being greater than single classroom teacher practice and possibly are amendable with policymakers and leadership staff making changes to practice, policies, and frameworks at a sector and school level.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current – Faculty of Health, Engineering and Sciences - School of Psychology and Wellbeing (1 Jan 2022 -)
Date Deposited: 14 Sep 2022 01:25
Last Modified: 21 Sep 2022 02:01
Uncontrolled Keywords: Mixed methods study, validation, trauma informed pedagogy, teachers
Fields of Research (2020): 39 EDUCATION > 3904 Specialist studies in education > 390407 Inclusive education
39 EDUCATION > 3903 Education systems > 390304 Primary education
39 EDUCATION > 3903 Education systems > 390307 Teacher education and professional development of educators
39 EDUCATION > 3904 Specialist studies in education > 390411 Special education and disability
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160303 Teacher and instructor development
16 EDUCATION AND TRAINING > 1602 Schools and learning environments > 160203 Inclusive education
Identification Number or DOI: https://doi.org/10.1016/j.ssaho.2022.100332
URI: http://eprints.usq.edu.au/id/eprint/51181

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